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Education systems worldwide are facing the question whether to adopt the “Bring Your Own Device (BYOD)” approach and allow students to bring their personal laptops to school. The purpose of the study was to understand the advantages and disadvantages of using a laptop during lessons in schools and in institutions of higher education, from the perspective of preservice teachers who watch the lessons and practice teaching in schools, while studying at an institution of higher education.

The research questions were: What are the pros and cons of a regular use of personal laptops during lessons? How do learners use their laptop during lessons in schools and colleges? This was a mixed-method study with emphasis on quality analysis. Methods. Participants were 215 preservice teachers studying at academic institutions for teacher training in Israel.

The findings indicate that the benefits of using laptops are in the availability and accessibility of the digital environments and the many possibilities to integrate these environments and achieve goals of acquiring skills in the process of learning and teaching that takes place in the classroom. The findings further show that all learners, and especially adolescents, extensively and frequently use various digital developments.

This study examined the integration of laptops in the teaching and learning processes of preservice teachers who are in the process of forming their identity as future professionals teaching in the twenty-first century. The lessons chosen by preservice teachers to conduct during their teaching practicum have not been examined, therefore it is desirable that future studies examine the way in which preservice teachers choose the lessons to teach and how they practice teaching: whether in the traditional or the constructivist way, and if so, why?

It is advisable to enable preservice teachers to look at a combination of digital environments in teaching and to experience teaching in these environments, to increase e-readiness for teaching in a digital environment.

How do learners use their laptops during lessons in school and in higher education?

Acquiring skills in the process of learning and teaching that takes place in the classroom.

The purpose of this paper is to identify and present a global perspective of digital pedagogies in relation to technology and academic librarians.

The preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology was used in this study.

Based on the data, academic librarians must develop a foundational understanding of 21st century pedagogies and digital skills to teach in an online environment.

This review paper considers the emergent teaching role of the academic librarian within the digital environment. The themes in the findings highlight the importance of digital pedagogical knowledge and digital fluency of academic librarians as a teacher within the digital environment in higher education.

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.

The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).

The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.

This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

The massive expansion of digital platform has been responsible for the widespread progressive engagement created amongst learners and educators. The practice of requiring student feedback on online learning services ensures that teacher education continues to advance its strategic approach to online learning. This paper aims to examine the level of accessibility and adaptability of digital technology with particular focus on Malaysia, by elaborating the value of superior learning service and practical adaptability of online learning during the pandemic era.

This study was conducted using qualitative approach of data collection, namely via structured interview. The listed respondents included 30 higher learners who participated in the study by providing feedback on the issues encountered during the research process.

The findings revealed that the strategic enhancement of digital accessibility continued with digital adaptability to sources of learning services would contribute to advancing achievement of digital learning pathway.

Increasing accessibility to digital platforms in digital learning system can help to shape the digital environment. Digital expansion can create unlimited boundaries for online knowledge acquisition.

The social implication refers to acquiring the abilities developed through online engagement with peers by actualising and exploring information together with continuous inter-connectedness of sharing pathway in online platform. The instructor would need to give a proportional gateway to make learners experience the digital environment for future education.

This study aims to assess the value of developing accessibility of digital technology for students' online learning services during the pandemic and beyond. A well-structured plan would enable digital learning capabilities and mutual accessibility amongst learners. This can allow digital abilities to be transformed into collaborative teamwork amongst learners.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

An increasing amount of research and debate has emerged over the last few years, emphasising the need for developing digitally competent, literate, able, skilled, capable people within a constantly changing technological and online environment. Existing definitions and perspectives in this area go beyond the use of technological tools or media for the creation of a digital literacy mindset, which develops throughout one's life. However, Higher Education strategies have not yet caught up with this agenda.

A student survey with Library and Information Science students from three higher education institutions in Scotland, Ireland and Greece was conducted as a basis of empirical data to support the theoretical propositions of the study. The survey centred on the technical and higher-level digital competences of students and drawing from students' self-perceived digital competences for learning and for the everyday life digital context, addressing e-leisure, e-learning, e-democracy, e-government and e-health activities. The survey critically enabled students to assess digital competences from their perspectives as digital participants.

Students' self-assessment of digital competences were lacking in a number of areas, which involved the development of information literacy, digital creation, digital research and digital identity management. In addition, students' digital competences were found to be linked to previous experiences within the everyday life digital environment. The higher the self-perceived digital competence levels of students were on the basis of dealing with everyday life digital tasks, the more likely they were to also develop high self-perceived digital competence in other digital areas related to their education.

Higher education has not fully embraced digital competences as a core, fundamental literacy which addresses both technology mastery and a digital citizenship mindset. As emerging models begin to challenge traditional teaching and learning paradigms, with global connectivity and personalised approaches, existing digital divides may be further accelerated. This requires revisiting digital competences with emphasis on the diversity of the contexts where it develops and of the learners involved, in the overall continuum of learning for life.

This paper aims to explore the literature on integration of digital libraries and virtual learning environments (VLEs).

Searches were carried out on Library and Information Science Abstracts (LISA), from 2000 to 2008 using the terms “digital libraries” and “virtual learning environments”. In addition, references of relevant articles found in LISA were used to identify additional sources. In total, this literature review analyses 23 articles.

Digital libraries and VLEs have been designed, developed and maintained rather separately. Integration is essential to provide seamless access to content and services to the academic community. The integration process is confronted with many challenges where technical, human and administrative challenges are central concerns. The integration would promote a collaborative approach to learning, re‐usability of resources, cross‐searching and time saving for academics, librarians and students. In addition, librarians have to rethink their profession and role in the digital age as well as provide the integration with conceptual and theoretical frameworks.

LISA was used but other databases, including educational databases, such as ERIC, were not consulted for sources. The language of the documents was limited to English only.

This paper can help the academic and library community to understand the challenges, issues and implications of integration of digital libraries and VLEs. This literature review is also built upon previous literature reviews, and is one of the few of its kind in the topic.

Feedback-seeking behavior is an important way for individuals to actively seek information feedback to achieve individuals' goals. In the environment driven by contactless digital technologies, the way of individual feedback-seeking behavior through monitoring indirectly becomes obvious, especially for people who complete the work online in digital collaboration. However, previous empirical research on feedback-seeking behavior mainly focused on direct inquiry. The purpose of this paper is to verify the impact of individual learning goal orientation and the digital feedback environment on individuals' feedback-seeking behaviors through inquiry and monitoring approaches. And the moderating effect of time pressure on these relationships was also investigated.

Based on socio-technical system theory, this study proposes a model to describe the formation of the two approaches of feedback-seeking behaviors (inquiry and monitoring). The hypotheses were examined with the structural equation model method and data were collected from 152 graduate students who completed online surveys.

The results show that both the digital feedback environment and learning goal orientation can promote individual inquiry and monitoring approaches of feedback-seeking. Furthermore, time pressure moderates the relationship between the digital feedback environment and feedback monitoring negatively.

This study establishes an antecedent model that influences the choice of feedback-seeking approaches in digital environments from the perspective of a socio-technical system. The empirical results supplement the explanation of the influence of both technical and social factors on individual feedback-seeking behavior in digital environments.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Technology is integral to contemporary life; where the digital transformation to virtual information accessibility impacts instruction, it alters the skills of learning and comprehension (Gonzalez-Patino & Esteban-Guitart, 2014; Lloyd, 2010). Although librarians/media specialists provide orientation, instruction, and research methods face-to-face and electronically, they recognize that digital learning instruction is not a linear process, and digital literacy (DL) is multi-disciplinary (Belshaw, 2012). Policy and public research findings indicate that higher education must be prepared to adapt to rapid changes in digital technology (Maybee, Bruce, Lupton, & Rebmann, 2017). Digital learning undergoes frequent transformations, with new disruptive innovation and research attempts at redefinition (Palfrey, 2015). Research often overlooks junior/community colleges. We are all learners and we need to understand the digital learning challenges that incorporating DL includes in the new digital ecology (Adams Becker et al., 2017). This study provides real faculty/librarian commentaries regarding the understanding needed to develop digital learning and contemporary digital library resources. The authors investigate faculties’ and librarians’ degree of DL perceptions with instruction at junior/community colleges. Survey data analysis uses the mean of digital self-efficacy of variables collected, revealing that participants surpassed Rogers’s (2003) chasm of 20% inclusion. Findings provided data to develop the Dimensions of Digital Learning rubric, a new evaluation tool that encourages faculty DL cross-training, librarians’ digital learning collaboration, and effective digital learning spaces.